Purpose 1. To get students have the right attitude towards the disabled 2. To understand the purpose of writing 3. To reinforce some basic linguistic knowledge by doing various types of exercises

Purposes To get students know the importance of integrity 2. To understand the purpose df writing and master the three principles of Integrity Triad 3. To reinforce some basic linguistic knowledge by doing various types of exercises

Purposes To get students have some pM edg about the roles of men and en a present and in the past To understand the purpose of writing and organization of the text To reinforce some basic linguistic knowledge by doing various types of exercises

Purposes 1. To get students make full and good use of computers. 2. To understand the purpose of writing. 3. To reinforce some basic linguistic knowledge by doing various types of exercises

I. Dictation I Grammar 1. The slave from morning until night A. made to work B was made working C. was made worked D. was made to work

Exercises( Units One- Five) I Vocabulary and structure 1. On my way to school, I saw people advertisements and sample products A conveying B creating C discarding D distributing

4.1 General introduction to ocean physics 4.2 Ocean current 4.3 Air-sea interaction 4.4 Climatic influence 4.5 Thermohaline circulation

1. Variability and mechanism 2. Glacial and interglacial cycles 3. Millennial variations 4. Holocene climate changes 5. Seasonal-interannual-decadal variations 6. Abrupt/rapid events 7. Reconstruction of the past climate

第一章绪论 第一节思维、语言与逻辑 一、“逻辑”的含义 “逻辑”一词是根据英语“Logic”音译而来它源出于希腊文Logos(逻 各斯),原意指思想、言辞、理性、秩序、规律性等。古希腊学者用这个词指称 研究推理论证的学问。西方逻辑学传入我国,始于明朝李之藻翻译《名理探》 一书。清朝末年的著名学者严复在翻译《穆勒名学》时,首次将“Logic”译为 “逻辑”,但并没有将“逻辑”这个词定为这门学科的名称,他将逻辑学称为 “名学”,因为中国先秦时期就有“名学的概念。当时有人引用日本的译名称 之为“论理学”,也有人译为“辩学”。孙中山先生则称其为“理则学”,这个名 称在台湾至今沿用

Unit 5 Language structures Dialogue 1 Dialogue 2 Reading1&2